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Exam 2 RMDA
| Term | Definition |
|---|---|
| writing participant paragraphs | gender, mean age and ranger, ethnicity, number of participants, consent, IRB approval, missing data, type of population, compensation |
| Inter-rater reliability | the extent to which two or more raters agree |
| test-retest reliability | measure of reliability obtained by administering the same test twice over a period of time to a group of individuals |
| ratio scale | -equal intervals -absolute zero -can be summarized using mean |
| interval scale | -interval between levels are equal in size but may not be equal in persons mind -no absolute zero -example: temperature |
| nominal scale | -no numerical or quantitative properties -levels represent different categories -one category is not better than the other |
| ordinal scale | -order levels from highest to lowest -intervals between levels dont have to be equal -the order means something on a continuum |
| quantitative approaches | -assign numerical values to responses and measures -can do statistical analysis and calculate means |
| qualitative approaches | -focuses on behavior in a natural setting -describes themes that emerge from data -researcher draws conclusions |
| naturalistic observations | -observations made in a natural setting -describe and understand how people live in a certain setting -generate hypotheses that help explain data -researcher interprets what occured |
| structed observations | -qualitative research -aims to measure certain actions or behaviors -records systematically to be analyzed later and understand trends and draw conclusions |
| probability sampling | -selection of a sample from a population |
| non probability sampling | branch of sample selection that uses non-random ways to select group to represent population |
| convenience sampling | participants are selected for inclusions in the sample due to convivence |
| case study | -descriptions of an individual -valuable for rare and unusual situations |
| archival research | -uses previously complied information to answer research questions -requires coding system -can address questions that cant be addressed in other ways -may be difficult to obtain or infer information collected |
| loaded questions | -dont lead people to one answer -questions should have neutral tone |
| double barreled questions | dont ask two things at once |
| poorly designed questions | -avoid negative wording -avoid using big word participants may not understand |
| yea-saying | person says all yes to questions |
| nay-saying | person says all no to questions |
| purpose of self report measures | can measure knowledge, attitudes, beliefs, and behavior |
| benefit of closed questions | -attitude can be addressed in several ways -specific and concrete -easy to use statistically -can be tested for reliability |
| drawbacks of closed questions | -brief and simply worded -top down: issues are imposed o the participant -not sensitive to participants personal perspectives -no options for having no response |
| benefits of open-ended questions | -more sensitive to respondent -general qualitative response |
| drawbacks of open-ended questions | can be difficult to interpret |
| Likert scale | 5 to 7 point scale from strongly agree to strongly disagree |
| graphic rating scale | -two end points and participant enters along a line that is 100mm long -using a ruler the experimenter can now score the answer from 1 to 100 |
| semantic differential scale | -examines respondent meaning of concepts -rated on a eries of bipolar adjectives |
| nonverbal scales | -range of different faces -labeling all of the responses, not just the endpoints |
| self-report questionnaire | -assume a moderate reading level -chap and easy to administer -limited open ended questions |
| face-to-face interviews | -allows in-depth questions -hard to interpret -can use focus groups |
| cost and population access | -different surveys are less/more likely to reach certain populations -stigmatized populations less likely for face-to-face -may block unknown numbers or do not answer |
| participant sophistication | -may not be able to accurately report certain topics -rationality bias |
| social desirability responding | -may answer based on what they think researcher wants to hear -may not answer if embarrassing or not normative in society |
| question order | questions can trigger respondent memory and can bias following questions |
| snowball sampling | -early participants are paid to recruit others, who recruit others, ect -form of targeted sampling -can get people who have certain characteristic -others who are not paid may drop out |
| confound | -a 3rd variable that actually led to results instead of IV -cannot determine if effects are due to confound or IV |
| internal validity | -an experiment must be designed so that only IV can be cause of result -exists when the results of an experiment can be confidently attributed to the effects of IV |
| post-test only | -have to obtain two equivalent groups of participants -measure the effects of the IV on the DV |
| pretest-posttest | -pretest is given to each group prior to IV -can quickly measure changes that occur from pretest to posttest -people may have an idea about what the study is about after pretest |
| independent groups design - between subjects design | participants only participate in one group |
| repeated measures design - within subjects design | -same participants in all conditions -fewer participants needed for study |
| order effects | ordering of trials can affect DV |
| practice effects | practice for first task helps lead to improvement on next task |
| fatigue effects | deterioration becuase person becomes bored, tired, or distracted |
| carryover effect | previous condition produced a change that gets carried over to later conditions |
| counterbalancing | -all possible trial orders are presented -typically done along with gender or other variables |
| latin squares | -used when you have many possible orders -each treatment only occurs once in each row and once in each column |
| matched pairs | -match participants on a certain characteristic -two then get randomly assigned to different group |
| external validity | degree of confidence that the casual relationship you are testing is not influenced by other variables |
| random assignment | placing participants into control and experimental groups at random |
| demand characteristics | people have an idea for what they are doing in the study |
| pilot studies | small scale test of the methods and procedures to be used on a larger scale |
| variables | things that can be changed or altered |
| null hypothesis | -no difference between the mean -reject=there is a significant difference |
| research hypothesis | the experimental outcome (values of DV) is only caused by the experiment itself (IV) |
| cross-sectional studies | collect data from many individuals at one point in time |
| longitudinal studies | employ continuous to follow particular individuals over a prolonged period of time |
| statistical significance | low probability that the mean are actually equal and the results gotten are due to error |
| inferential statistics | -only tested a single sample not whole population -draw conclusions about population from sample -want to know what concusions we can draw to population |
| descriptive statistics | set of brief descriptive coefficients that summarize a given data set representative of entire population |
| type I error | -we think theres an effect but there really isnt -false positive |
| type II error | -we think theres no effect but there actually is -false negative |
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axniss001
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